Student Actions

Teacher Actions

• Develop procedural fluency by accurately telling the time on an analog clock using various strategies and tools.

• Develop a deep and flexible conceptual understanding of time by reading an analog and digital clock using appropriate vocabulary.

• Communicate mathematically by writing the time using the correct notation.

• Pose purposeful questions to help students recall prior knowledge of the hands on an analog clock.

• Connect mathematical representations using time vocabulary and symbols (such as hour, minute, analog, digital, clock, etc.).

• Implement tasks that promote problems solving using different tools to tell time, and give students opportunities to write the time using the correct format.

• Elicit and use evidence of student thinking in order to guide instruction and assess understanding of telling time.

Key Understandings

Misconceptions

• Students need to understand that a clock is divided into 5 minute intervals and twelve hours. They make the connection that each time the minute hand moves to the next numeral, the time has increased by five minutes. Each time the hour hand moves to the next hour, the time has increased by an hour.

• They need to have an understanding that 15 minutes equals a quarter of an hour and there are four quarters in one hour.

• Quarter hours are notated by 15 minutes, 30 minutes, and 45 minutes past the hour.

• The hour is read and written first, then the minutes.

• Telling time is a life skill that they will need to know how to do.

• The hour hand is the minute hand and vice versa.

• Minutes are read and written first.

• The hour numeral represents the minutes (ex: 1:11 instead of 1:55).

• a.m. and p.m. are interchangeable.

• Quarter past means 25 minutes past the hour (because with money, a quarter is worth 25 cents)

• It is the next hour when the minute hand gets closer to the 12 (ex: They read 2:55 when it is 1:55 because the hour hand is closer to the 2 than the 1).